Information behaviour of Generation Y students at the University of the Western Cape, Cape Town

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The project examined the information seeking behaviour of Generation Y students at the University of the Western Cape (UWC). The Internet has evidently become an integral part of this generation’s everyday life. The contributing factor to this is that Generation Y has been brought up in a high technology society. The Internet in conjunction with information and communication technology tools is used by Generation Y for different purposes during information seeking. Internet can be used for communication, acquiring information sources or as channels for disseminating information. Therefore, looked at was the role and impact of the Internet and information technology on Generation Y’s information behaviour; if there was a positive or negative effect on them. Literature has indicated that Generation Y is constantly connected to the Internet, great user of social media and relies on the web for their information needs. This study employed Savolainen’s Everyday Life Information Seeking model (ELIS) and Pettigrew’s Information Grounds theory as theoretical frameworks. The models involve unsystematic ways of acquiring information for daily activities that can be work or non-work related. The study was based on academic and non-academic information needs of Generation Y in order to establish a holistic understanding of their everyday information needs and seeking. The study was carried out at the UWC campus. Also reflected was how the university has adapted in the provision of services that meet the Generation Y student’s information needs. The research was based on mixed method approach, thus combing qualitative and quantitative methods. Findings of the study revealed that Generation Y students at UWC have been exposed to the use of technology at a later stage yet, they revealed similar characteristics as mentioned by different authors from the other parts of the world. The students relied on ICTs and the Internet for all their information behaviour.